Prevalence of Social Anxiety among Students in Medical College
Social Anxiety Disorder (SAD) is
highly prevalent in both clinical settings and as well as community samples. In
community samples SAD considered as the second most frequent anxiety disorder
after specific phobia that attained prevalence rates of 13% (Kessler,
McGonagle, Zhao et al., 1994). Another community study in Switzerland reported
even higher lifetime estimates of social phobia than the NCS did 16 percent
(Wacker, Müllejans, Klein, & Battegay, 1992). In Sweden, Furmark and
colleagues (1999) further supported that social phobia is among the most common
mental disorders when they in a community survey noted a point prevalence of
Coming to onset, it typically begins
as early as adolescence or early adulthood (Hazen, 1995 & Ost, 1987). The characteristics
feature of SAD is excessive and persistent fear of social situations in which
the patient is exposed to the observation or scrutiny of others.
of medicine is very vast and inherently stressful to pursue. Students in
medical college work with high workload, beyond their duty hours very often
compromising their sleep and social activities. Still there is high level competition and social support for them is
very little. All of these contributes to medical student’s stress & their
deterioting mental health (Dyrbye, Thomas, & Shanafelt, 2006). It affects physical health, academic
performance, social interaction in a negative way.
Inspite of this high prevelance, in
our clinical experience, we are not seeing it as much as other mental health
disorders. Perhaps, one of the main reasons is the lack of awareness in
community sample about this condition and whether it needs a professional help
It’s impairment is substantial
(Schneier, 1992 & Davidson, 1993). Critical social impairments usually
develop between the ages of fifteen and twenty-five, among both males and
females (Piet, Hougaard, Hecksher, & Rosenberg, 2010). Functional
impairment associated with it may be severe (Rapee, 1995). Social interation
fears (e.g, interaction with strangers, authority figures, dating), performance
fears (e.g, test anxiety, public speaking) and observation fears (e.g, working
in front of others, eating before others and etc) are common. Above noted
impairments and complication can even extend to inability to
work, attend school, or marry which are very common (Wacker, 1992; Furmark,
1999 & Zaider, 2003).
SAD, again, is usually complicated
by work absenteeism, drug and/or anxiolytics abuse, alcoholism and depression
(Barlow, DiNardo, Vermilyea and Blanchard, 1986; Bowen, Cipywnyk, D’Arcy and
Keegan, 1984; Chambless, Cherney, Caputo and Rheinstein, 1987; Higgins and
Marlatt, 1975; Kushner, Sher and Beitman, 1990; Schneier, Martin, Liebowitz et
al., 1989). In some cases these problems are the expression of an undiagnosed
social phobia, so that the prevalence of this clinical condition may be greater
than estimated (Stravynski, Lamontagne and Lavallee, 1986).
Hence the present study can uncover
the unidentified cases of SAD in student samples and can benefit them in
guiding them for seeking effective required management options and may save
them from the associated impairments of it.
1. To measure magnitude of social anxiety across
various year in MBBS.
We will know the prevalance of SAD in medical college as per
the different batches/years.
Awareness of such may push for early intervention.
It further leads to decrease of various associated
impairments like stress, depression, insomnia, pain attacks etc.
Increase in work productivity, coping with stress &
increase in social interaction.
Overall we can expect a better mental health status.
Research Design: Cross
will be randomly selected from students of SCB Medical College, Cuttack.
Materials: Apart from
Socio- Demographic Data Sheet, the screening tool will be Social Phobia Inventory (SPIN: Connor et al., 2000), a 17-item self-report measure of fear and avoidance of a
range of social situations and of physiological symptoms of anxiety. The SPIN
has been validated for use in clinical populations, has strong convergent and
discriminant validity, and good internal consistency and test-retest reliability (Antony, Coons,
McCabe, Ashbaugh, & Swinson, 2006);Alphas
ranged from .88 to .92 across the four assessment points in the present study.
Data Analysis: Appropriate statistical analysis will be
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